Melanie Killen, Adam Rutland

Children and Social Exclusion

Morality, Prejudice, and Group Identity

• Broschiertes Buch

Produktbeschreibung

Children and Social Exclusion: Morality, Prejudice, and Group Identity explores the origins of prejudice and the emergence of morality to explain why children include some and exclude others.

Formulates an original theory about children's experiences with exclusion and how they understand the world of discrimination based on group membership

Brings together Social Domain Theory and Social Identity Theory to explain how children view exclusion that often results in prejudice, and inclusion that reflects social justice and morality

Presents new research data consisting of in-depth interviews from childhood to late adolescence, observational findings with peer groups, and experimental paradigms that test how children understand group dynamics and social norms, and show either group bias or morality

Illustrates data with direct quotes from children along with diagrams depicting their social understanding

Presents new insights about the origins of prejudice and group bias, as well as morality and fairness, drawn from extensive original data

Produktdetails

• Understanding Children's Worlds
• Verlag: Wiley & Sons
• 2. Aufl.
• Seitenzahl: 256
• Erscheinungstermin: 28. Mai 2013
• Englisch
• Abmessung: 229mm x 152mm x 13mm
• Gewicht: 362g
• ISBN-13: 9781118571859
• ISBN-10: 1118571851
• Artikelnr.: 37245179

Autorenporträt

Melanie Killen is Professor of Human Development, Professor of Psychology (Affiliate), and Associate Director for the Center for Children, Relationships, and Culture at the University of Maryland. She is a Fellow of both the American Psychological Association and the Association for Psychological Science. She is also a recipient of the Distinguished Scholar-Teacher Award by the Provost from the University of Maryland. Her book with Dan Hart, Morality in Everyday Life: Developmental Perspectives (1995), received the outstanding book award from AERA, and her book with Sheri Levy, Intergroup Attitudes and Relations from Childhood to Adulthood , received an Honorable Mention for the Otto Klineberg Memorial Prize from SPSSI. Her research examines the development of morality, intergroup attitudes, exclusion and inclusion, peer relationships, prejudice, culture, and how social experience is related to social-cognitive development. Adam Rutland is Professor of Developmental Psychology at the Child Development Unit and Centre for the Study of Group Processes in the School of Psychology at the University of Kent. Previously he has been a British Academy Post-doctoral Fellow at the University of Surrey and been a member of Faculty at the University of Aberdeen. His research examines the development of children's prejudice and social identities. He has conducted recent research into when and how children learn to self-present their explicit attitudes; how intergroup contact can reduce children's prejudice; children's exclusion of peers within groups and acculturation amongst ethnic minority children.

Inhaltsangabe

Series Editor's Preface xi Preface xiii Chapter 1 Introduction: Exclusion
and Inclusion in Children's Lives 1 Theories of Social Cognition, Social
Relationships, and Exclusion 3 Types of Exclusion 6 Goals of the Book 7
Summary 7 Chapter 2 The Emergence of Morality in Childhood 9 Morality in
Childhood 10 What Morality is Not 10 Criteria, Definitions, and
Measurements of Morality 11 Morality Encompasses Judgment, Emotions,
Individuals, and Groups 12 Social Precursors of Moral Judgment 13 Moral
Judgment and Interaction in Childhood 19 Morality as Justice 23 Social
Domain Model of Social and Moral Judgment 25 Moral Generalizability 30
Morality in the Context of Other Social Concepts: Multifaceted Events 32
Morality and Theory of Mind 34 Morality and Social-Cognitive Development 35
Summary 35 Chapter 3 Emergence of Social Categorization and Prejudice 37
Social Categorization as a Precursor of Prejudice 38 Explicit Biases in
Young Children 44 Cognitive Developmental Approach to Prejudice Development
47 Development of Implicit Biases 50 Relation of Implicit Bias to Judgment
and Behavior: Is it Prejudice? 53 Summary 57 Chapter 4 Group Identity and
Prejudice 59 Is Group Identity Good or Bad? 60 Social Identity Theory 62
Social Identity Development Theory 64 Theory of Social Mind and the Control
of Prejudice 68 Moral or Group Norms and the Control of Prejudice 70
Processes Underlying the Control of Prejudice 73 Developmental Subjective
Group Dynamics 77 Morality and Group Identity 81 Summary 84 Chapter 5 What
We Know about Peer Relations and Exclusion 86 Intrapersonal and
Interpersonal Exclusion: Social Traits and Individual Differences 87
Intragroup and Intergroup Exclusion: Ingroup/Outgroup Identity 90 Social
Reasoning and Exclusion 92 Gender Exclusion in Early Childhood: Okay or
Unfair? 94 Comparing Gender and Racial Exclusion: Group Goals and
Qualifications 97 Interviewing Ethnic Minority and Majority Children and
Adolescents about Exclusion 100 Social Reasoning about Exclusion in
Adolescence: Crowds, Cliques, and Networks 108 Social Reasoning about
Sexual Prejudice 108 Exclusion in Interracial Encounters: Lunch Table,
Birthday Parties, and Dating 109 Gender Exclusion in the Family Context:
Children's Views about Parental Expectations 113 Summary 116 Chapter 6
Intragroup and Intergroup Exclusion: An In-depth Study 118 Group Dynamics:
Conceptions of Groups in the Context of Exclusion 118 Group Dynamics: Group
Identity, Group-Specific Norms, Domain-Specific Norms 119 Group-Specific
Norms 123 Deviance in Social Groups 123 Group Identity 124 Implications for
Group Identity in Childhood 132 Summary 132 Chapter 7 Peer Exclusion and
Group Identity Around the World: The Role of Culture 134 Cultural Context
of Exclusion 136 Long-Standing Intergroup Cultural Conflicts 137 Cultures
with Intractable and Violent Conflict 138 Recently Immigrated Groups 143
Intergroup Exclusion Based on Indigenous Groups 151 Summary 152 Chapter 8
Increasing Inclusion, Reducing Prejudice, and Promoting Morality 154
Intergroup Contact and Reducing Prejudice 156 Intergroup Contact and
Children 157 Cross-group Friendships and Prejudice 158 Intergroup Contact
and Minority Status Children 163 Reducing Implicit Biases through
Intergroup Contact 165 Reducing Prejudice through Extended Intergroup
Contact 166 Promoting Inclusion through the Mass Media 171 Intergroup
Contact and Promoting Moral Reasoning in Children 174 Multicultural
Education and Social Exclusion 176 Factors that Reduce Childhood Bias 178
Summary 180 Chapter 9 Integration of Morality, Prejudice, and Group
Identity: A New Perspective on Social Exclusion 181 Theories about Peer
Relationships 181 Theories about Social Exclusion 183 Children as Active
Participants 185 Judgments, Beliefs, Attitudes, Attributions of Emotions,
and Behavior 187 Implicit and Indirect Measures of Prejudice and Exclusion
190 An Integrative Social-Cognitive Developmental Perspective on Social
Exclusion 191 Social Experience Factors that Promote Inclusion 192
Exclusion and Prejudice 193 Summary 193 References 197 Index 223

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Series Editor's Preface.

Preface.

Chapter 1: Introduction: Exclusion and Inclusion in Children's Lives.

Chapter 2: Emergence of Morality and Inclusion.

Chapter 3: Emergence of Categorization and Prejudice.

Chapter 4: Development of Group Identity and Prejudice.

Chapter 5: What we know about Peer Relations, Group Identity, and Exclusion.

Chapter 6: Intragroup and Intergroup Exclusion: An In-depth Study.

Chapter 7: Peer Exclusion and Group Identity Around the World: The Role of Culture.

Chapter 8: Interventions for Promoting Morality and Positive Intergroup Attitudes.

Chapter 9: Integration of Morality, Prejudice, and Group Identity: A New Perspective.

References.

Index.

Rezensionen

"Killen and Rutland provide expert broad-ranging reviewsof relevant theories, research, and interventions and conclude withan integrative framework for understanding and addressing peerexclusion." (Journal of Applied DevelopmentalPsychology, 2012)"Highly recommended. Upper-division undergraduates through facultyand professionals." (Choice, 1 November 2011)

"In sum, as we continue to understand and decipher thedevelopment of exclusion and inclusion in children, the frameworkprovided by Killen and Rutland will be an unequivocal guide andimpetus for a myriad of empirical studies in the human developmentfield. After reading this impressive book, I believe the future ofscholarship in this area (and our collective future) is bright andexciting!" (Human Development Journal, 2013)This is an outstanding book. Through their masterful integration ofdevelopmental and social psychological theories and research,Killen and Rutland have made a major contribution to ourunderstanding of children's morality, social identity, exclusion,and intergroup relationships. This very engaging book is amust-read for scholars and others interested in these important andtimely topics.
--Judi Smetana, University of Rochester

This book makes important and unique contributions to the studyof intergroup relations, morality, and social development. The authors, who are distinguished scholars in this area, introduceoriginal insights that synthesize past research and will guideresearch in this area for many years to come.
--John F. Dovidio, Yale University

This excellent book offers a sweeping treatment of a problemthat all people either experience or fear at some time in theirlives: social exclusion. The authors examine the problem from adevelopmental perspective, offering a comprehensive account of theroots, effects, and broader significance of social exclusionduring childhood. This original, integrative account now stands asthe definitive work on this familiar dimension of children's socialdevelopment.
-- William Damon, Stanford University

Killen and Rutland have done an extraordinary job illuminating acritical phenomenon: when and why children exclude other children.This topic has never been more important, and their book isscholarly, fascinating, wise, and extremely valuable. It is amust-read for everyone interested in understanding how to worktoward a just society.
--Carol Dweck, Stanford University